English Language is the primary tool human beings use for thinking, communicating and learning. Knowing more than one language can provide new perspectives on the world, greater opportunities for interaction, and a better understanding of different ways of living. The English language surrounds us in our daily lives and is used in areas as diverse as politics, education and economics. English language skills therefore increase an individual’s ability to be part of different social and cultural contexts and to participate in international studies and working life.
The aim of English teaching is to help pupils develop knowledge of the English language and of the areas and contexts in which English is used. The teaching shall give pupils the opportunity to develop plurilingualism and confidence in their ability to use the language in different situations and for a variety of purposes. Through the teaching, pupils shall be given the opportunity to develop an all-round communicative ability. This ability involves understanding spoken and written language, being able to express themselves and interact with others in speech and writing, and being able to adapt their use of the language to different situations, purposes, and listeners or readers. Communicative ability also includes linguistic confidence and the ability to use different strategies to aid communication when language skills on their own are not sufficient. When engaging with spoken language and texts, pupils shall be given the opportunity to develop the ability to relate the content to their own experiences, life circumstances and interests. The instruction shall also give pupils opportunities to develop an understanding of different living, cultural and social conditions in areas and contexts in which English is used. The teaching shall help pupils to develop skills in searching for, evaluating, choosing and understanding the content of spoken language and texts from different sources. They shall also be given the ability to use different tools for learning, understanding, creation and communication. The teaching shall stimulate pupils’ interest in languages and cultures, and convey the benefits of language skills.
English teaching shall provide pupils with the prerequisites for developing ș an understanding of spoken and written English, ș the ability to express themselves and communicate in spoken and written English, ș the ability to adapt the language to different purposes, listeners or readers, and contexts, and ș an understanding of the cultural and social conditions in different contexts and areas in which English is used.
Subject areas that are current and familiar to the pupils.
Everyday situations, interests, activities and events.
Opinions, feelings, experiences and future plans as well as relationships and ethical issues.
Living conditions, traditions, social relations and cultural phenomena in different contexts and areas in which English is used, also in comparison with personal experience and knowledge. Listening and reading – reception
Spoken English, including regional and sociolectal variation, and texts, from different media.
Spoken English and texts that instruct, inform, describe, narrate, discuss, argue and stimulate interaction – individually or in different combinations – such as conversations, interviews, news, reports and newspaper articles.
Literature and other fiction, including audio and films.
Songs and poems.
Strategies for perceiving details, understanding context, and for adapting listening and reading to the form, content and purpose of the language output.
Searching and evaluating the content of oral and written sources of various kinds, for different purposes.
Linguistic phenomena, including pronunciation, grammatical structures and sentence structure, words with different stylistic values and fixed expressions, and spelling, in the language that the pupils encounter.
How linking words and other expressions are used to create structure and linguistic coherence. Speaking, writing and conversation – production and interaction
Conversations, discussions and writing in which pupils explain, describe, instruct and defend their opinions.
Strategies for contributing to and facilitating conversation and written interaction, including digital interaction, for example by acknowledging, asking follow-up questions, listening actively, rephrasing, explaining, contributing new perspectives and concluding politely.
Linguistic phenomena, including pronunciation, words and fixed expressions, grammatical structures and sentence structure, and spelling in the pupils’ own production and interactions.
Revision of one’s own oral and written language output to clarify, vary, specify and adapt communication to the purpose, listener or reader, and context.
The pupil listens to, understands and interprets the main content and clear details of the language spoken at a moderate pace and in different contexts. The pupil reads, understands and interprets the main content and clear details of easily accessible texts of various kinds. The pupil selects and evaluates the content of oral and written sources of various kinds and uses the selected material in a somewhat relevant manner in their own production and interactions.
In oral language output of various kinds, the pupil expresses themself in a simple, clear and relatively cohesive manner. In written language output of various kinds, the pupil expresses themself in a simple, clear and relatively cohesive manner.
In interactions in different contexts, the pupil expresses themself simply and comprehensibly and in a manner somewhat adapted to the purpose, listener or reader, and situation. The pupil also uses strategies that facilitate and improve the interaction to some extent.
The pupil discusses in English, on a surface level, conditions in different contexts and areas in which the language is used, including based on their own experiences or knowledge.
The pupil’s overall proficiency level is assessed as being between C and E.
The pupil listens to, understands and interprets, in a well-founded manner, the main content and essential details of the language spoken at a moderate pace and in different contexts. The pupil reads, understands and interprets, in a well-founded manner, the main content and essential details of easily accessible texts of various kinds. The pupil selects and evaluates the content of oral and written sources of various kinds and uses the selected material in a relevant manner in their own production and interactions.
In oral language output of various kinds, the pupil expresses themself with some variation and in a relatively clear and relatively cohesive manner. The pupil also expresses themself with some fluency and in a manner somewhat adapted to the purpose, listener and situation. In written language output of various kinds, the pupil expresses themself with some variation and in a relatively clear and relatively cohesive manner. The pupil also expresses themself with some fluency and in a manner somewhat adapted to the purpose, reader and situation.
In interactions in different contexts, the pupil expresses themself relatively clearly and with some fluency and in a manner somewhat adapted to the purpose, listener or reader, and situation. The pupil uses strategies that facilitate and improve the interaction.
The pupil discusses in English, in a developed manner, conditions in different contexts and areas in which the language is used, including based on their own experiences or knowledge.
Grading criteria for grade B at the end of year 9
The pupil’s overall proficiency level is assessed as being between A and C.
The pupil listens to, understands and interprets, in a well-founded and nuanced manner, both the whole and the details of the language spoken at a moderate pace and in different contexts. The pupil reads, understands and interprets, in a well-founded and nuanced manner, both the whole and the details of easily accessible texts of various kinds. The pupil selects and evaluates the content of oral and written sources of various kinds and uses the selected material in a relevant and effective manner in their own production and interactions.
In oral language output of various kinds, the pupil expresses themself with some variation and in a clear and cohesive manner. The pupil also expresses themself with fluency and some adaptation to the purpose, listener and situation. In written language output of various kinds, the pupil expresses themself with some variation and in a clear and cohesive manner. The pupil also expresses themself with fluency and some adaptation to the purpose, reader and situation.
In interactions in different contexts, the pupil expresses themself clearly and with fluency and in a manner somewhat adapted to the purpose, listener or reader, and situation. The pupil also uses strategies that facilitate and improve the interaction and further it along in a constructive manner.
The pupil discusses in English, in a well-developed manner, conditions in different contexts and areas in which the language is used, including based on their own experiences or knowledge.